In our previous study of introductory lab groups, we observed that high-functioning groups of three often organize themselves in particular ways. To continue understanding the relationship between group self-organization and collaboration, we recorded five PHYS 212 groups. We then interviewed students from those groups to learn how students perceive their own and their peers’ roles. We found that a student’s beliefs about their strengths and how a group should function affect how they take on specific roles and the level of “collaboration” within their group. This research presents a new student-centered approach to thinking about group work. This work can also inform future work relating to facilitating collaboration and student learning in introductory labs.
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